Standard 9

STANDARD 9

Learners demonstrate their learning through performance-based assessments and have opportunities to develop self-assessment and self-monitoring skills.

6th graders' model of the physical elements required in beach erosion of a barrier island

STREAM projects and activities use performance-based assessments, using a project rubric or a STREAM rubric for a specific skill set being practiced, such as creativity, communication, or the Engineering Design Process. Rubrics can be adjusted to the skills addressed in the lesson. Rubrics are essentially a checklist of the necessary skills and steps needed in order to complete a project. Middle school students are given these rubrics before starting any major project so that they can use them as a tool to check their progress and be responsible for their work. These rubrics are accompanied by written and oral instructions. Elementary teachers simplify instructions and expectations for students by providing a checklist that helps guide students through a project. Teachers also provide "checkpoint" sheets so that students can assess if they are on the right track for a project. If giving a presentation about a project, students are often tasked to reflect on lessons learned, problems that needed solving, or how to improve a design if given more time.

Science labs are also performance-based, in that they assess the students' abilities to conduct an experiment, collect and measure data, analyze data, and report results. Science models showcase a student's ability to formulate a design idea, communicate scientific principles, and either build a structure, construct an animation, or direct a video. Art projects assess a student's ability to form original ideas and whether or not they can communicate those ideas in an artistic medium.

Sample Assessments

In 1st grade, students were tasked with a creativity exercise based on the idea of superheros. Jesus teaches us that we don't have to have any special abilities to be super, we just have to be a hero -- someone who thinks of others and wants to help them. Students were asked how they can be a superhero and what would their costume look like? Students were instructed to create an original costume and were discouraged from copying other students or known superheros (Spiderman, Superman, Wonder Woman, Ladybug Girl, etc).

At this grade-level, a simple Yes or No assessment shows understanding and the willingness to create on their own.

Attempted an original idea, not provided by teacher or another student (Yes)
Attempted an original idea, not inspired by known characters (Yes)
Able to express personal choices (Yes -- use of stars and bows)
Able to express verbally or in written form on how the student would be a superhero (Yes)

While similar to the above group's, this one used a net made out of yarn inside to catch the rocket instead of a funnel

In 5th grade, students were tasked to complete the Science Buddies Engineering Challenge of building a Rocket Catcher.

Students were limited in the amount and choice of materials and the rocket had to be caught at least 10cm above the ground. The goal is to gain the most points by launching consistently from the highest point possible with the catcher working effectively (must land vertically and not tip the catcher). Assessment of this project is not just the end result but the entire process. Students were required to take notes of materials used, ideas proposed, and draw a diagram of the chosen idea. Students were also responsible for conducting their own tests and making necessary adjustments.

Engineering Assessment

Rating 0 = not completed or no evidence

Rating 1 = limited skill/ability

Rating 2 = some skill/ability

Rating 3 = fair skill/ability

Rating 4 = substantial skill/ability

Performance Parameters

Understood the problem and constraints (4)
Actively attempted to solve problem on own or within group (4)
Identified knowledge to solve problem (4, used rulers, tape measure and basic rocket design)
Brainstormed more than one idea (2, all ideas submitted by group were very similar, but not all were exactly alike)
Formed an original idea (4, did not copy another group or web page)
Translated idea into plan of action (4, design followed basic plan)
Exhibited self-control and self-direction (4, was able to complete with no correction from teacher)
Showed persistence through mistakes and trials (4, fixed all problems on own)
Final product meets goals and objectives (4, product successfully followed rules and able to catch rocket effectively)

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